Evlauating Reseach Methods

This week in class, we were asked to reflect on what we have learned about the literature review process. We were then given four scenarios to evaluate and identify which type of research method would be best used. Below you will see the scenarios and my analysis of each.

Scenario 1: Ten students are available for in-depth interviews. Participants will be selected based on their involvement with the peer mediation program. They will be observed over three weeks. Analysis will attempt to determine issues concerning peer mediation.

Analysis: The idea that they will be observed, help me to identify this research method as Qualitative Ethnographic. This method uses observation and study of a cultural group in its natural setting (Laureate Ed, Inc., 2008).

Scenario 2: Two classrooms of students are selected. There are 30 students in each class; each group will have similar demographics - age, sex, race, socio-economic background, etc. Classes will be randomly divided into two groups of 15 students. Of these two groups, on randomly selected group will get training on peer mediation and the other group will not. Thus in each classroom there will be one group that is trained in peer mediation and one that is not. Analysis will occur on which groups have the fewest office referrals.

Analysis: This scenario I have identified as Quantitative True Experimental. In the scenario the researcher is able to divide the groups randomly with similar demographics in each classroom. The researcher is also able to establish a control group. This is a true experiment set-up.

Scenario 3: A school counselor is interested in knowing how student attitudes affect the value of peer mediation to decrease the number of office referrals that are being filed for inappropriate interactions.

Analysis: This scenario I have identified as Action Research. The focus of this scenario is solving an immediate school-wide problem of students attitudes and the value of peer mediation (Laureate Ed, Inc., 2008). This style of research gives the counselor to look at the problem on a wide range and solve it immediately with the data they receive.

Scenario 4: Peer mediation has become widely used in many schools. The feelings of those involved in the process are little known - either from those doing the mediation or those receiving it. The ZASK-R Acceptance Preference Survey will be given as pre- and post-tests to 40 students participating in mediation. Follow-up interviews will be conducted on a bi-monthly basis.

Analysis: This scenario is best described as Mixed Method. In this scenario has a specific question that is looking to be answered. Also, the idea of pre - and post-test means that they will be using quantitative methods to collect the data in the beginning and quantitative method style to perform post-tests and interviews in the end. When all of this is combined it confirms that mixed method is used here.


Reference:

Laureate Education, Inc. (Executive Producer). (2008). Introduction to Educational Research [Educational video] Baltimore: Author.

My Research Design

This is my problem statement:

I have chosen to evaluate the Presidential Physical Fitness Exam and the Fitness Gram with fourth grade students to determine method of evaluation is best for the modern student.

My research questions are:

1) How much does parental help with after school exercise affect the results to each exam?
2) Do high scores on one exam mean high scores on the other exam?
3) Which exam lends more assistance to the non-athlete student?
4) How much does the technology assist the students? If the technology is taken away with the students score the same?
5) Does student results being inputted by them on computer drive them to perform better in-class and exercise more out of class?
6) Does the Fitnessgram's computer aspect help students to have a higher sense of responsibility of their fitness level?

My type of research:

The quantitative aspect of my research will be comparative. Since, the two active parts of my research are the Presidential Fitness Exam and the Fitnessgram I will be assessing the differences between the two groups. The second part of my research will be quasi-experimental. Quasi-experimental fits my research since I am determining cause and effect when looking at these two fitness tests. Also my subjects will already be in their assigned classes, that is a variable that I can not change.

My General Problem Statement

This class is about the educational research process. The first activity is to develop a problem statement. The problem statement must include a topic that I am interested in study that has a technology component.

I have chosen to evaluate the Presidential Physical Fitness Exam and the Fitness Gram with fourth grade students to determine method of evaluation is best for the modern student.

Who: Fourth Graders

What: Presidential Physical Fitness Exam versus Fitness Gram

Why: To determine which method of evaluation is best for the modern student.

Week 8 - Reflection

The ideas and principles brought to me in this class have made me really re-look at my personal theory. There are a few modifications to my personal theory that I would change as a result of information that I have learned in this class. First, I believe that it is vital to continue to creating student-first lessons that create artifacts. Artifacts are the basis of the constructionist learning theory. I really believe that the constructionist theory fits for the subject of physical education. The constructionist theory is “a theory of learning that states people learn best when they build an external artifact or something they can share with others (Laureate, 2009). The second would be to use the ideas that I have learned about brain-based learning to continue to guide student into learning information.

When I look at “students using technology as active learners (Laureate, 2009)”, the immediate adjustments I would make would be to use more sites in my lessons than Unitedstreaming, and discoveryscience. I really have grown interested in VoiceThreads from since being in this class. Their ease of use for students and they ability for student to comment on classmates information, has sparked my interest. I also will use spinscape, instead of paper and pencil. Today’s students need to be able to use the technology advance their learning.

There are two long-term goals that I would like to add to my instructional program. The first goal would be to students use VoiceThread regularly in class to discuss topics that are going on regarding the world of physical education. The second goal would be to find more avenues where I can input technology into my physical educational lesson and still keep the focus on the physical aspect of the subject. I truly believe that both goals can be achieved by continuing to reach for the future ideas of physical education and not being content with doing things the old way. Teaching kids a new set of strategies will take time however they will learn more content, which in turn will save me as the facilitator time (Laureate, 2009).


References:

Laureate Education, Inc (Executive Producer). (2009). Bridging Learning Theory, Instruction, and Technology. Baltimore: Author.

J3

Week 4 - Constructivism in Practice

Constructionism is “a theory of learning that states people learn best when they build an external artifact or something that they can share with others” (Laureate, 2009)

I believe that physical education and constructionism work perfectly in educating students. In physical education we are always building upon a previously learned idea in an abstract way using artifacts. They can be balls, hoops, beams, minds, and etc. Constructionism to me falls right in line with doing activities as a team. Everybody must do there part and when the parts are put together in the correct way the group has success.

When it is time to use technology in physical education, I always run into two direct problems. If I can not do my technology activity in co-operation with the classroom teacher it often does not happen. My classes are only 30 minutes long and that really does not give the students the opportunity to explore and create they way I would like. By they time they get in the computer lab and get settled they have very little time to create and work. That leaves a lot of work to be done at home and not everybody has the means to create the artifacts or parental support to understand that these ideas can be done in physical education as well as their regular classroom.

My second problem is that the base of my subject matter is physical movement, not sitting in front of a computer. I have not yet found a way to truly integrate physical movement in to sitting at the computer working the mind. Without using the computer, I have been able to create artifacts as students perform different activities and combine those activities with creations from other classmates to make one project. That was a thrill and the students often talk about those lessons and how much they enjoyed it.

I truly believe that physical education and constructionism can expand a child’s knowledge. When constructionism is looked at in its most basic form, “its constructing anything using whatever tools that you choose to use, but it is all focused on the students being active and engaged in the construction of artifacts” (Laureate, 2009). The creating of artifacts is easy; it is the insertion of technology in a thirty minute class period that is causing me problems.

References:

Laureate Education, Inc (Executive Producer). (2009). Bridging Learning Theory, Instruction, and Technology. Baltimore: Author.

J3

Week 3 - Cognitive learning theory in practice

The cognitive learning theory uses the metaphor of the mind as computer: information comes in, is being processed and leads to certain outcomes (Learning Theories, 2009).

Every teacher wants their students to be able to take the information that they are taught in class and have them be able to put it into their long-term memory. The cognitive theory helps you to look at the inner workings of the mind. When technology is combined with learning the avenues can become endless to help the students to make connections to the information. Paivio’s dual coding hypothesis states that “people remember images much more than they can remember text (Laureate, 2009). Teachers can really be helped by the modern technology.

Technology gives teachers many different ways and to reach the students. One way that students can visit locations with out leaving their classroom is by virtual field trips. Virtual field trips can help the student to interact with a museum, park, or part of the world. The ability to see actual a historic location and artifacts that are actually from the time period are invaluable to making connections to the studied event. Unfortunately, I have not been able to find any virtual field trips based on physical education. However, through cross-curricula teaching I can take my students on virtual field trips and bring what they saw back to a physical education or health base.

If you ever are looking for a new way to help your students expand their learning use virtual field trips. Your kids will enjoy it.

References:

Laureate Education, Inc (Executive Producer). (2009). Bridging Learning Theory, Instruction, and Technology. Baltimore: Author.


Received from: www.learning-theories.com/cognitivism.html#more-34

J3

Week 2 - Technology and Behaviorism

Behaviorism can be a powerful learning theory. However, in today’s educational system its role has changed. Behaviorism by definition is the “worldview that operates on a principle of stimulus response, all behaviors can be explained without the need to consider internal mental states or consciousness” (learning-theories.com, 2009). Children start off as a clean slate and the stimuli that they experience positive or negative make them who they are. It theory was primarily created by B.F.Skinner.

My classroom and school focuses more on the positive reinforcement level of behaviorism. This year we stated a program that rewards students for the positive things they do. It really has changed the atmosphere of my school. Children are really trying to be helpful and kind to their classmates. I see this as a great way to reinforce the efforts of those who are showing positive acts as well as showing others how kindness can benefit them. In my classroom, I believe in sportsmanship and I look for those kind acts towards classmates. When I see a student showing kindness to others I reinforce it at the end of class by giving them praise and tokens for our school store. I not only attempt to do it in my classroom, but when other teachers tell me that it has happened in their classrooms also I let the student know I heard and reward that also. This way we can make it a school wide action and not just a thing they do in physical education.

In a behaviorism based world, “technology that is mostly used for drill and practice destroys the passion for learning that students should have, by taking away the opportunities for fun and exploration” (Laureate, 2009). There are many different ways to use technology then just having them watch tutorials. Students can do projects, create, pod casts, voicethreads, and blogs that can manifest their creative side. When we use technology in physical education it is important that we help the students to explore the world with there minds, then come in the gym and let their body’s show what their minds have learned. Behaviorism has its place in education, but we as teachers have to work to make sure it is not just used in behavior management.

References:

Laureate Education, Inc (Executive Producer). (2009). Bridging Learning Theory, Instruction, and Technology. Baltimore: Author.


Received from: www.learning-theories.com/behavorism.html

J3